TY - JOUR

T1 - Chai Chats

T2 - An Online Teacher-Training Program of Observation and Social Connectedness Evaluated via Contribution Analysis

AU - McLaughlan, T.

PY - 2022/1/31

Y1 - 2022/1/31

N2 - This paper evaluates an international, online, content skills-based teacher education program sponsored by the U.S. State Department. The evaluation was designed using a RUFDATA framework (Saunders, 2000) to facilitate a complete, reflective assessment of the target program. Establishing causes-and-effects of the program’s performance and data analysis involved adoption of a Contribution Analysis (Mayne, 2001; Mayne, 2008). Utilizing the six steps detailed in Mayne (2012), a credible contribution story emerged, highlighting strengths and weaknesses of transitioning teacher-training programs to virtual platforms. This evaluation has implications for teachers, teacher trainers, professionals planning similar programs particularly in developing regions, and individuals interested in how theory can be applied practically to impact continued teacher education processes. This paper contributes to knowledge as there are few formal evaluations of online international teacher education programs that facilitate observation of all aspects of a virtual course over an extended period of time and provide small-group engagement with course creators, especially with populations straddling the digital divide. It is also the first to conduct a theory-based evaluation of a U.S. English Language Specialist project despite the program’s 1991 inception and current running rate of 150-200 projects annually worldwide

AB - This paper evaluates an international, online, content skills-based teacher education program sponsored by the U.S. State Department. The evaluation was designed using a RUFDATA framework (Saunders, 2000) to facilitate a complete, reflective assessment of the target program. Establishing causes-and-effects of the program’s performance and data analysis involved adoption of a Contribution Analysis (Mayne, 2001; Mayne, 2008). Utilizing the six steps detailed in Mayne (2012), a credible contribution story emerged, highlighting strengths and weaknesses of transitioning teacher-training programs to virtual platforms. This evaluation has implications for teachers, teacher trainers, professionals planning similar programs particularly in developing regions, and individuals interested in how theory can be applied practically to impact continued teacher education processes. This paper contributes to knowledge as there are few formal evaluations of online international teacher education programs that facilitate observation of all aspects of a virtual course over an extended period of time and provide small-group engagement with course creators, especially with populations straddling the digital divide. It is also the first to conduct a theory-based evaluation of a U.S. English Language Specialist project despite the program’s 1991 inception and current running rate of 150-200 projects annually worldwide

KW - Contribution analysis

KW - Developing regions

KW - Educational technology

KW - Online

KW - Teacher training

M3 - Journal article

VL - 25

SP - 92

EP - 107

JO - Educational Technology and Society

JF - Educational Technology and Society

SN - 1176-3647

IS - 1

ER -